Current+Lesson+Plans+S2

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=**Tues/Wed Jan 13/14**=
 * Class One**
 * 1A/1B (Special Schedule)**

Get to Know You 1. Make name tags, then turn over. Now get into lines (in teams) in alphabetical order. 2. My name is and I don't like ... 3. To Grandma's House we go  4. Get everyone on this wiki.

Intro to our first work: 'Beowulf'. In the Beowulf Saga, the monster, Grendel, is seen as the enemy of the hero, Beowulf. The two are contrasted against each other (physically, morally and spiritually) so it's a great way to study the beginnings of literature.

** The we will study is only about Grendel himself. **

**Hmwk:** 1. and. Read them on your own - trust me when I say I will expect you to know them next class! 2.Go to the In the Beginning page and read the main page (no need to open the links yet).

=**Thurs/Fri Jan 15/16**=
 * Class Two**
 * 2A/2B**

Survey and Course Outline overview. Again, remember emails will always receive a response: 'got it'.

4A - if you email me an assignment, please change the name of the document to YourNameassignment (i.e.., YZsurvey) so I don't download a dozen papers called Survey for New Students!

What did you note on the Beowulf page?

In groups, answer the following questions in the discussion section (1-2 sentences per question):

1) Think of the modern world in which you live.  Think about the possessions you own, activities you especially like, holidays.  Think of how and where you meet people and make friends.  Think of your family.  Think of how the world around you works and what makes it function

Question. What aspect of life in our modern world do you most fear losing? What would be the results of the loss of this thing? 2) Think of how you live your daily life.  Thinks of what and who surrounds you.  Think of how safety exists in your life.  Think of what you like and dislike.  Think of how the news affects you.

Question. What makes you (as a group representative of teens today) afraid?

What are the characteristics of a hero? Have these changed much over time? Compare to this. Now what about those of a monster? Did you get them ? Why are we still intrigued enough in these archetypes that the oldest piece of known recorded literature was made into a movie just 7 years ago?

You will be assigned one section of the (linked here and on the In the Beginning page) - 1-2 people per subtitled section (depending on its length). Read it carefully and become an expert on it. We will circle around the room sharing what is important from our section as if we are a room full of experts. Now post a single sentence summary of your section on the Beginning page.

**Hmwk:** This will be the first chance for me and the 'live audience' of the class to see your writing. Go to the discussion area on the In the Beginning page and write a single, succinct, word-conscious, sentence-varied paragraph answer to the following question:

** Why do we need extremes like 'heros' and 'villians'/'monsters' in our lives? What purposes might these archetypes serve, both in a literary and psychological sense? **

=**Mon/Tues Jan 19/20**=
 * Class Three**
 * 3A/3B**

Let's share your answers on the In the Beginning page ... not just for WHAT you've said but also HOW you've said it. I have the following questions, which we'll divide and conquer to answer ... How many students start with 'I believe', 'Heros and villains', 'The reason' or 'The/We need'? Who gives an actual example? Who uses an ASAP sentence? Who avoids having two or more sentences starting with the same word? Who says something common in an unusual or intriguing way? Who makes a personal connection? Who anticipates and refutes? Who has a sentence starting with a verb-ing? Who has a shocking or unexpected opening line? Who looked beyond the obvious to something abstract, 'grey', or complex? How many students questioned the use of the word 'need' vs how many simply accepted it?

Skim read the. **Now look closely at the first 18 lines -- what are we likely to do with it? What catches your attention -- both with the WHAT and the HOW?**

Re-read lines 1-18. Answer the following (in bullet form) in your notes. Be prepared to share back with the class.
 * Hmwk:**

Consider: if you hadn't been asked these three questions, would it have occurred to you to wonder about these matters?

=**Wed/Thurs 21/22**=
 * Class Four**
 * 4A/4B**

1.Look again at the first 18 lines of this. Look it over with a partner -- what strikes you as important? Whenever you think you are done, ask yourself 'What Else'? Share back with the larger class.

2. Read lines 19-22. a) Why does this section end in this way; i.e. with the idea of destruction? b) What emotions might the poet be trying to arouse? c) What two forces are in opposition here? d) What force might the poet be trying to prepare us for by the change of mood in the language?

3. Read lines 23-52. a) How is the Earth described here? Find evidence b) Why do you think God is introduced here? Find evidence. God as GOOD and as CREATOR c) How are God and Grendel presented? d) What do God and Grendel represent? Use evidence.

4. **Read line 53-80 in a group**. (If we have time)

Discuss without my guiding you. Asking the kinds of questions we have been discussing in class leads quite easily to sophisticated answers ... so you must be able to ASK and not just answer. After discussing as a group, read the lines again on your own and post your 1-2 questions on the In the Beginning page. Which of your questions would require specific use of evidence? Note it may depend on whether your question is 'large' (about the whole section or even the poem thus far) or very 'tiny' (on a particular line / technique etc).

1. Either re-do your heroes and villains paragraph from two classes ago (based on what you learned last class) OR write a new paragraph on this new topic:
 * Hmwk:**

What were the purposes of this section of Beowulf for the audience of its time? How does the effect differ (or does it) for modern audiences?

Today's choice of homework is for your first mark - so write it carefully! Think of being DELIBERATE and CONSCIOUS in what AND how you write. Use the feedback from last class in either choice. Post on the In the Beginning page by Friday 7:55 am or Sunday night. Feedback will be given on powerschool ...

2. If you like, take a look at advance at our (and only assignment on Beowulf before we move on). We will talk more about it next class

=**Fri/Mon 23/26**=
 * Class Five**
 * 1A/1B**

1. From a quick glance, the newly posted paragraphs look MUCH better (especially opening lines!) Has everyone posted? Specific feedback will come this weekend.

2. Now what about ASAP sentences and quote bursts?

2. C hoose ONE question, asked by someone IN YOUR CLASS, and prepare to write on it for 15 minutes. (Not everyone has posted, though!) Ensure you choose a question which requires you to use evidence from the saga itself and on which you can stretch your analysis beyond the obvious. Be conscious of your sentence structure (especially of your first line) and ensure you use quote bursts and at least one ASAP sentence.

2. Lines 81-100 (+ review of 53-80). Suggest how the poem is developing and changing in terms of themes and topics. How is the Saga is carefully, not randomly, constructed?


 * What major theme is being introduced here?
 * Pick best three - great debate for next class!

4. Poem to the end (if time)

Take home the answer on your question -- and comment on it!
 * Hmwk:**

Write out three points for the side of the debate you prefer, and one anticipate-and-refute against another team. EITHER there is a clear separation between good and evil in these lines with little crossover OR there is 'leakage' between' good and evil, and plenty of ways to anticipate what will follow

=**Tues/Wed 27/28**=
 * Class Six**
 * 2A/2B**


 * 1) Great debate! 10 minutes to prepare with your 'team'. Plan which member will give your opening argument. After that, no person can speak 2x in a row, speaking is for 45 seconds only, you should use support from the saga itself (or outside proof), and I will let you know PHYSICALLY how you are doing by moving as you argue!
 * 2) Finish the saga. Overall what have we learned about the very earliest literature and its influences on themes, archetypes, and literary techniques since then?
 * 3) Now is the time for Grendel, Hrothgar or Beowulf's [[file:rosenenglish12/personal essay topics.doc|college application essay]]! This is due in ONE week. You will have some in-class time, but the rest is homework ... and note that by next week we will have moved on to our next unit -- so be careful of a building workload and get as much done this weekend as possible! See homework for a different option if you never want to think about a college essay again in your life!


 * Hmwk** : Work on college application essay

1. College Essay 2. Mini essay developed from one of your pieces of writing thus far (need for heroes and villains, construction of the poem and its opening, or class-generated question)

=**Thurs/Fri 29/30**=
 * Class Seven**
 * 3A/3B**


 * Mike away 3A**


 * 1) Watch the opening scene of the movie, made centuries later! What changes did the director make to 'keep up' with the modern depictions of heros and villains? What has remained essentially identical?
 * 2) Work time for the college essay. Essay is due Wed/Thurs -- but no more work time after today.

Application essay
 * Hmwk**:

We are moving on several centuries next class -- all the way to the 1600s. Find one interesting fact about Shakespeare NOT already on the wiki page (so first come, first served!) and add it to the page here. Be sure to include the URL or source info.

Class Eight =Mon/Tues Feb 2/3= 4A/4B


 * Ensure everyone has posted interesting fact about Shakespeare.
 * Sign out books
 * Read this [[file:rosenenglish12/Twelfth night overall summary..doc|summary]] of the play Twelfth Night. Notice it is a play about mistaken identity, multiple love triangles, and overlapping plots -- in groups, draw a graphic image of characters to keep it all straight!
 * Look over the [[file:12th Night 5 Assignments updated.doc|five assignments]] -- pay careful attention to assignment 1, since it will sneak up fast! (See exemplar from another play on our Twelfth Night page)


 * Hmwk:**

Finish your application essay. Due next class.

Class Nine =Wed/Thurs 4/5= 1A/1B

Collect assignments if you didn't email them to me already.


 * Present your graphic images!
 * First two scenes + opening scene not in play (explains title + twins, storm and war). Show first (til fencing scene - 14:17). Notice order is scene 2, then 1. Read after. WHY the change for modern audiences?
 * Check out [[file:12th Night 5 Assignments updated.doc|five assignments]] if we didn't get to it last day

**Hmwk**

Work on assignment one. It is due next week so stay on top of the play as we go! Because CNY is such that the assignment is due one class earlier than I prefer, you only need to complete the assignment on TWO characters, not on 3.

Class Ten =Fri/Mon 6/9= 2A/2B


 * Scene 4, 3 -- read first, then show.
 * Note the changes in the way scene 4 both begins and ends compared to the movie.
 * Scene 5 -- show first, then read (we won't get done though)
 * Pay careful attention to film techniques like camera angle and close-up shots (reminder of terminology from those who already took 21stcLit) to establish character and to the two-sided character of Toby (not the simplistic foolish drunk we might like to write him off as!)
 * What about Viola's building love for Orsino? What are today's archetypes? How will all of this help you complete assignment 1?

Assignment 1 due THURSDAY/FRIDAY. For an exemplar (from another play), see our Twelfth Night page.
 * Hmwk **

Class Eleven =Tues/Wed 10/11= 3A/3B


 * Finish up scene 5 plus discussion of Act I. Your first assignment will be due THURSDAY/FRIDAY (with a work period today) or negotiate. Careful though, as this makes Act II assignment due very soon thereafter!


 * Hmwk:** Finish Act I assignment (remember, only for TWO characters, not three)

Class Twelve =Thurs/Fri 12/13= (HOLIDAY NEXT WEEK) 4A/4B


 * Act II, scene 2, 1 -- read first, then show (note the added lines between Orsino and Cesario). To 53:31 (when Malvolio leaves)
 * Turn to a partner after reading. What new characteristics do we see of Viola in her self-wonderings about Olivia falling for her?
 * Read the exchange between Orsino and Cesario aloud (scene 4, ll 17-47) -- the whole class with partners. What is he saying about love and the male heart? Note we haven't quite finished scene 4, so we'll pick that up after the work period


 * Hmwk: **

Relax, enjoy, or get ahead as you wish! If you're going to be reading anyway, and want our upcoming novel, let me know!

Chinese New Year!!

Class Thirteen =Wed/Thurs 25/26= 1A/1B


 * To the end of Act II. (1:07:00)
 * Now the order gets quite confusing between scenes 3-4 (and some of scene 4 doesn't happen til AFTER Act III, iii). Watch first, and look for the reason given for the connection with the Fool.
 * Note also that modern audiences don't have quite the same literal interpretation of love at first sight and want more building of a relationship.
 * Pay careful attention to the bath scene at the end of scene 4!
 * In groups, discuss the visual features of scene 5 -- help us visualize it! Each group will get several pages - go out and practice them until you understand, then we will present the whole scene in class.

Sign-up for monologues/dialogues. Presentations next week. Pay attention to the and the   and Any remaining time in class is work time. All those worried about assignment 2 should meet with me for extra help.

Work on Act II monologues/dialogues/safety net scripts. Due date: **Tuesday 3rd/** ** Wednesday 4th. You will have one work period (next day) but that's it. Watch your time. **
 * Hmwk: **

Class Forteen =Fri/Mon 27/March 2= 2A/2B

Work period. Tips on memorizing and presenting

Hmwk **:**

Be prepared for monologues! Remember your scripts should use two colors -- one for actor's notes, one for director's notes

Class Fifteen =Tues/Wed March 3/4= 3A/3B

//Monologues! Collect scripts.//

Start on Act III. This we are reading before we watch. Read this quietly to ensure you will be able to follow quickly.


 * Scene 1, Viola and the Fool with a partner -- can you answer the following questions?

-- What are several puns?

-- What are several inside jokes?

-- Who do you think comes off as the smarter?


 * Now the scene between Olivia and Viola/Cesario (note this is one of the scenes needed for your [[file:rosenenglish12/12th Night 5 Assignments.doc|Act III assignment]] ! You will need to understand these lines inside out and backwards ...) Read with your partner scene ii. 96-172
 * Skip to scene iv, and the next exchange between Olivia and Viola/Cesario (ll. 209-226). Start thinking of modern day contexts for with your partner.
 * Now watch the movie til 1:23 (includes the exchange between Viola and Orsino) if time (otherwise, next day)

Hmwk: NOTHING! RELAX! (Or start working on Act III)

Class Sixteen =Thurs/Fri 5/6= 4A/4B

Finish Act III. Divide up the final scene 4 (it's long!) and practice in groups -- then perform! Note we won't perform the actual 'duel' between Viola and Andrew because it's most fun to watch! Finish the movie version of Act III (til the end of the duel, 1:41)

Start working seriously on with a partner. Here are some fun exemplars to see how this works! (A longer list of topics from past years on our Twelfth Night page). NOTE: none of these is perfect so don't assume there aren't errors!


 * [[file:rosenenglish12/brittany caroline act 3.pages|gang members]] / 'hood' language - Caroline and Brittany
 * [[file:rosenenglish12/Haley and Helen Act III translated.docx|art school]] - Haley and Helen
 * [[file:rosenenglish12/keli sohyun.pages|cooking]] - Keli and Sohyun
 * [[file:act III exemplar texting example.docx|teens and texting]] - Chelsea and Sue

Assignment 3
 * Hmwk:**

Class Seventeen =Mon/Tues 9/10= 1A/1B

Work period with partner. No time next class but you may hand it in over the weekend if you need the time (by Sunday at 9 am please!)

Partner assignment. Due next class or by Sunday at 9 am.
 * Hmwk:**

Class Eighteen =Wed/Thurs 11/12 (IB Mock exams begin)= 2A/2B

Hand in partner assignment digitally (in case I want to keep as an exemplar!) -- or by Sunday at 9 am.

Sign out //Down and Out// (if you didn't take one over CNY). Note the first 15 chapters are due right after March break.

Divide up the first two scenes of Act IV - practice, then perform. For scene iii (between Sebastian and Olivia), read aloud with a partner. Find several images (including synecdoche) in each of their speeches. What is the effect of these lines? This is what we would have done more of in assignment 4 -- but I am canceling this assignment!

Watch the rest of the Act IV in the movie (to 1:50)

Finish partner assignment, or take a look at the upcoming ! NOTE: I am canceling assignment 4 so we don't run out of time!
 * Hmwk**:

Otherwis, start/continue reading //Down and Out//!

Class Nineteen =Fri/Mon 13/16= 3A/3B

Continue with Act V (readings/movie) Let's finish up today! Quick intro to our upcoming essay assignment (see next class)

Official //Down and Out// book sign-outs. NOTE ** first 15 chapters due for April 8/9 **. (See our Down and Out page for the rest of the reading schedule). Note each student will also fill out the following for 1-2 chapters to help everyone keep track of the fast-paced, character-packed book (your name and chapter assignments are also on the Down and Out page). As I've said, I've cancelled Act IV assignment to give you more time to read so don't complain about having reading AND an essay at the same time!

Work on your essay
 * Hmwk**:

Class Twenty =Tues/Wed 17/18= 4A/4B

Essay intro, [|database] time. **DUE**: April 1/2 (or the 7th with some conditions!)

Lesson on pronged building essays, work time

By the end of the class, I expect a thesis statement. Use the mini whiteboards to plan a two-pronged or three-pronged essay, NO 5 paragraph essays!


 * Remember, a BUILDING essay is about qualities/characteristics, not events/characters) **

You must have a minimum of three outside sources. One must have nothing to do with Shakespeare, one must be a source with which you can disagree/what you find in the play does not concur, the third is your choice. I expect a separate Works Cited using MLA or APA style, formatted correctly. By grade 12, it is expected all these things are second nature, so you need to ASK if you have any doubts!

Work-time for your essay

Work on your essay /read
 * Hmwk**:

Class Twenty-one =Thurs/Fri 19/20= 1A/1B

Essay Time / Reading Time

**Hmwk:** Work on your essay / read

MARCH BREAK! Read at least the first 15 chapters of //Down and Out// -- due April 8/9. But I recommend you read to chapter 23 (chapters 16-23 due April 15/16) or even finish the book. Be sure to link your chart as soon as you get to 'your' chapter.

Class Twenty-two =Mon/Tues 30/31= 2A/2B

Essay time / Reading Time


 * Essay due next class (or up til midnight Friday) OR SEND ME AN EMAIL ON YOUR HONOR THAT YOU ARE DONE/ALMOST DONE YOUR READING AND HAND IN YOUR ESSAY BY THE 7th INSTEAD!! **

Class Twenty-three =Wed/Thurs April 1/2= 3A/3B

April 1 = you aren't here! Move class to 3rd ... April 2 = work time

Collect essays / assurances of reading!

**Hmwk**:

Chapters 1-15 due next WEDNESDAY/THURSDAY so manage your time! I will have a hissy fit if you show up unprepared!

Class Twenty-four =Fri/Tues 3/7= (No School April 6) 4A/4B

Class notes on. Brainstorm the qualities we see thus far in his writing (no matter what chapter you are on). What about some biographical notes?
 * he quit his job in the Imperial Police
 * he had to pay back money when he quit
 * the combo drove him into poverty
 * his parents (who didn't want him to join the Police Force in the first place, were unsupportive when he quit a well-paying, secure job
 * he went to London first, and THEN Paris (why change the order in the book?)

Read the first three paragraphs of the novel aloud -- what else do you notice about his writing style?

Class discussion on the reality of Orwell's poverty - read one of the two reviews on our Orwell page to prepare!

'' and some of the best French!


 * Hmwk: **

Quiz on chapters 1-15 next day!

Class Twenty-five Wed/Thurs 8/9 (no school Friday) 1A/1B

Quiz on chapters 1-15. (Paper copy)

Discussion time


 * Hmwk:**
 * Don't forget to read chapters 16-23 for next Tuesday/Wednesday, and finish the book for the following Monday. **

Class Twenty-six Mon/Tues 13/14 2A/2B

(I am out these two days) Reading time. Chapters 16-23 due next class

Class Twenty-seven Wed/Thurs 15/16 3A/3B

//Down and Out// chapters 16-23. Debate! Note you will need to make references to the review you were to have read several classes back. Get into groups - 1/2 class for one topic (with half arguing one side and half the other) and 1/2 class for another topic. Vote for your favorites! You will be standing at the front of the room 4 against 4, 'facing off'! You'll get some time to prepare with your group before you begin, but once you do, everyone on your side must speak. Books welcome!

Part 1 of class Topic 1: Orwell's continued descriptions of working in Paris make it increasingly clear that his poverty was 'useful' to developing his story-telling skills, rather than a true necessity.

Topic 2: Orwell claims working at Hotel X was a step up from working at the Auberge but his descriptions of poverty and despair actually make clear that both jobs were equally degrading

Topic 3: The character of Furex is meant only to be a caricature, not a deep lesson on the hypocrisy of patriotism

Topic 4: The story of Yvonne comments more on the silliness of the social system than on the deceptive ways of the poor

Topic 5: The timeline of men's happiness in bars may be symbolically true but literally nonsense

_


 * Part 2 of class **

Reading time


 * Homework: **

Finish the book for ___ and expect an in-class 1-on-1 debate by way of a final project!

Class Twenty-eight Fri/Mon 17/20 4A/4B

Reading Time

Class Twenty-nine Tues/Wed 21/22 1A/1B

You are now finished the book. Time for some official debates! You have been assigned a question and a position alphabetically ... but you won't know what the question or position is until 10 minutes before you are to begin!


 * 4A **

1a

1b

2a

2b

3a

3b

4a

4b

5a

5b

6a

6b

7a

7b

4B

1a

1b

2a

2b

3a

3b

4a

4b

5a

5b

6a

6b

7a

7b

8a

8b

**Hmwk:**

Read the following to understand our upcoming LARGE and LAST ! Come to class prepared with a topic (or several) that you would like to consider as the focus for the assignment. i.e. Perhaps you want to study science at university, you narrow that to Bio-Ethics, you then choose a topic within Bio-Ethics that is particularly news-worthy or 'hot' right now ...

Class Thirty Thurs/Fri 23/24 2A/2B


 * Who Says What - [[file:rosenenglish12/who says what explanation updated.doc|Intro]] . Check out our Who Says What page for all necessary info. Get ready to do research like you've never done it before in high school! This project, which will take us to the end of the year, and the mark for which will be the bulk of this quarter's grade, allows you to choose a project you will likely study at university (absolutely an individual choice, therefore). **


 * Let's go over the instructions! **** Note there is a good deal of personal responsibility / individual work time / general time management over the next month - and very little of me talking. So bear with me today :) This plan will work especially well once many of you start missing classes for AP exams starting May 5th. ** Most of you are not going to major in English at university; you need to be prepared, therefore, to read, and write on, a wide range of ‘texts’ (both written and other) about a variety of topics. This assignment, which will stretch over a month in the forth quarter, allows you to experiment with recognizing the effect of different medium and writing types on content and perspective. It will also allow you to see the value of understanding a popular view of a topic or contemplating how society generally understands an issue.

Please note - we are COMBINING task two and three to give you more time. So pay attention below:

TASK ONE: TASK ONE:
 * I. Choose a topic that interests you and that is related to what you plan to study at university. Specific is more helpful than general (rather than revolutionary leaders, choose Che Rivera). Ensure your topic is potentially controversial to make it easier to find a variety of viewpoints. ** Clear your topic with me.
 * II. Find ** seven ** pieces dealing with your topic: **

**I. Choose a topic that interests you and that is related to what you plan to study at university. Specific is more helpful than general (rather than revolutionary leaders, choose Che Rivera). Ensure your topic is potentially controversial to make it easier to find a variety of viewpoints.** Clear your topic with me.

**II. Find** seven **pieces dealing with your topic:**

**1.** At least one must be chosen from this category: ‘reputable’ information / facts-based – **Reputable newspaper** **Reputable magazine** **Reputable internet article** **TV or radio news report** **High school-level** **Textbook** **TEDTalks**

**2.** At least one must be chosen from this category: more **‘**biased’ information / facts-based**–** **Less reputable news source** **Personal website** **Obviously biased internet source** **One-sided source / author from any source with a forceful view on a topic** **Opinion column of any newspaper**

**3.** At least one must be chosen from this category: academic information / facts-based - (we will look at relevant databases available) **Academic / formal essay (****i.e.., on one of the school databases like Questia)** **Scientific research (ie,. science report)** **University-level Textbook** **History research** **TV or video documentary (from a ‘serious’ source, not just a Hollywood-ized version)** **TEDtalks (if it is a highly sophisticated approach to the topic.** **Otherwise it fits better under Category 1)**

**4.** At least one must be chosen from this category: fictional writing **–** **Short story** **Poem** **Children’s story** **Other piece of fiction** ** OR ** artistic interpretation– **Art work** **Song** **Video Game** **Cartoon / Political Cartoon**

**5.** At least one must be chosen from this category: personal / biopic - **Memoir / diary (published)** **Narrative-style essay (think Orwell)** **Autobiography or Biography** **Interview with someone involved in your issue (where the interview is personal and not just about topic)** **TEDtalks (again, if it is personalized / about the person’s life)**

**6.** At least one must be chosen from this category – **Hollywood-ized account** **Movie** **TV show** **Something largely about entertainment value**

**7. The seventh is** free choice **(may come from one of these categories or something completely separate)**

NOTE:**
 * At least one choice must be by a female author.
 * At least two choices must represent different perspectives (for instance, if your topic is video game use among teenagers, and most of your pieces seem to look unfavorably on it, one piece might argue educationally that it is beneficial to brain development, and another might show the kids’ view that it’s just fun)
 * At least one source must be from a British author
 * BONUS for having one source that is from an Asian perspective


 * TASK TWO: **

Because we are combining task two and three, this is the BULK of your work, and the bulk of your mark too. Create an annotated bibliography (2-3 paragraphs per source that ‘describe, compare, evaluate’ it). Techniques will be taught in class and examples are on the Who Says What page. Proper MLA or APA Works Cited format is necessary. You will want to cover the information originally intended for task three - where appropriate and as you can fit

* Tone

* Level of vocabulary / diction / language use (casual vs. formal)

* Techniques (literary, rhetorical, visual, technological, auditory)

* Target audience

* Perspective (who’s your author) / bias / emotional appeal / issues of institution or production

* What does NOT get said / what gets deliberately left out

* Your Opinion / what you learned from the piece/ what it added to your understanding of the issue/topic

* ‘Effect’. ** Make sure to focus on the key questions: How is this piece unique from the others because of its medium? ** ** What is the medium’s role in limiting and / or enhancing content? ** Sum up the important features or add new information if it is relevant (think of it as the concluding paragraph of an essay on that source and its medium).

__** DUE DATES **__

/20 Task I (topic, and works cited of pieces chosen; clearly indicate which category and conditions each piece represents): **April 30 (or until May 1st if needed)**

/100 Task II (annotated bibliography): **May 11th (or 13th at the latest)**

Class Thirty-one =Mon/Tues 27/28=

Who Says What - Class time to work on sources and annotated Bibliography.

Class Thirty-two =Wed/Thurs 29/30 (no school Friday)= 4A/4B

Work time. Sources due by Thursday (or Friday midnight if you need it)

Class Thirty-three =Mon/Tues May 04/05= (AP and IB exams start) 1A/1B

I am in and out these days! And so are many of you. Be prepared to self-monitor, work at your own scheduled pace, and embody independence and time management skills!

Who Says What - Annotated Bib work time.


 * A few reminders: **


 * If you have a source you originally considered using and them decided against, you may include it on a separate page labelled Rejected Sources and Why. Be sure to include a concise paragraph on your reasoning; was the content too similar to others? Too biased for Cat 1/ not biased enough for Cat 2? Was it not representative enough of its medium (i.e.., it was an interview you'd thought would fit for 'Biopic' but then you realized upon listening to the whole show was more about your topic and not enough about the interviewee's involvement in that topic?) Were the techniques used not common to that medium (i.e.., it is a diary but much too neutral to let you consider Language and Tone?) **


 * Be sure to have the criterion out in front of you when you're working on the annotated bibliography. Use these criteria to help you decide what to cover under Describe in one paragraph and then Compare + Evaluate in the next. **


 * 1. ** ‘Source Information’ ** : ** fill in Title, Author, Date, Type (of source).
 * 2. ** Tone
 * 3. ** Level of vocabulary / diction / language use (casual vs. formal)
 * 4. ** Techniques (literary, rhetorical, visual, technological, auditory)
 * 5. ** Target audience
 * 6. ** Perspective (who’s your author) / bias / emotional appeal / issues of institution or production
 * 7. ** What does NOT get said / what gets deliberately left out
 * 8. ** Your Opinion / what you learned from the piece/ what it added to your understanding of the issue/topic
 * 9. ** ‘Effect’. Make sure to focus on the key questions: How is this piece unique from the others because of its medium? What is the medium’s role in limiting and / or enhancing content? ** Sum up the important features or add new information if it is relevant (think of it as the concluding paragraph of an essay on that source and its medium). **

A few final points:
 * alphabetize and double-space the actual works cited entries
 * remember if you decide to 'not use' your female or British source, you must replace those factors!
 * the compare part of your annotation can be comparing to another of YOUR sources
 * the evaluation part should not just say if a source is 'good' or 'bad' but WHO might find it useful (overlapping with criterion 5 of the chart) and WHY we might want to read/watch/listen to it even if it's biased (overlapping with criterion 9)
 * if you quote (ie., from an abstract, from the blurb on the back of a book), acknowledge so openly (ie., This book presents all the stages of mental illness a doctor might see in a patient, and does so, according to the book blurb, with 'accuracy, medical expertise, and empathy')

Class Thirty-four =Wed/Thurs May 6/7= 2A/2B

Who Says What - Annotated Bib work time

Class thirty-five =Fri/Mon 8/11= 3A/3B

Work time. Preferable due date by Monday the 11th. If so, no need to come to class Tues/Wed! Let's have a party last class (14/15)! Who will organize?

Class thirty-six =Tues/Wed 12/13= 4A/4B

If you have handed in your annotated bibliography, NO NEED TO COME TO CLASS TODAY!

Class thirty-seven =Thurs/Fri 14/15= 1A/1B

Last day for Seniors!!

PARTY and speeches in gratitude of me :)

-- EXAMS! but not in our class! --